Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 33
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM AND
THEIR ATTITUDE TOWARDS EXAMINATION MALPRACTICE IN IMO STATE
NWOKOLO, CHINYELU NGOZI (PROF.)
Department of Guidance and Counselling,
Nnamdi Azikiwe University, Awka
Anambra State, Nigeria.
+234803320813
&
OGUZIE, ALPHONSUS EKEJIUBA
Department of Guidance and Counselling,
Nnamdi Azikiwe University, Awka
Anambra State, Nigeria.
+2347032388453
Abstract
This study investigated the relationship between secondary school students’ self-
esteem and their attitude towards examination malpractice in Imo State. Two research
questions were answered, and one null hypothesis was tested at 0.05 level of
significance to guide the study. Correlation research design was adopted for this study.
The population for this study consisted of 33,922 senior secondary school (SS2)
students. Research sample consisted of 3,520 students selected through multi-stage
sampling technique. The instruments used for the study were Hare Self-esteem Scale
(HSS) and Examination Malpractice Attitude Scale (EMAS). Descriptive statistics
and Pearson Product Moment Correlation were used for data analysis. Results
obtained from the study indicated that majority of the students in Imo state have high
self-esteem. The result also showed that most of the students in Imo state have negative
attitude towards examination malpractice. More so, the result revealed high positive
significant relationship between secondary school students’ self-esteem and their
attitude towards examination malpractice. The study recommended, among others that
Counsellors, teachers and researchers should strengthen their efforts in creating
programmes that will help boost students’ self-esteem, so that they would feel worthy
and able to face examination without any need to indulge in any form of malpractice.
Keywords: Relationship, Self-esteem, Students, Attitude, Examination malpractice.
Introduction
Contemporary academics have acclaimed that every society worldwide, whether big or small
has a system of education (Oguzie, Ani, Obi & Onyegirim, 2018). Perhaps, this is basically
because education has been identified and recognized as a strong pillar upon which the social,
economic and technological advancement of the society depend. Hence, many countries
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 34
including Nigeria have acknowledged and adopted education as a vital medium for
empowering their citizens morally and intellectually so as to produce individuals of
worthwhile personality with relevant skills, aptitudes and competences needed for optimum
national growth and sustainable development. This therefore underscores the generally
acclaimed axiom that “no society or nation can develop more than the level and standard of
education available for her citizens”. Little wonder the Federal Republic of Nigeria emphasis
on education as an instrument per excellent for national development and social change (FRN,
2013).
Currently, the Nigeria system of education makes use of certificates to indicate the level of
knowledge acquisition. However, before certificates are awarded, students have to be
assessed or examined in the field they have been trained. On this note, examination becomes
a yardstick against which students’ competence and progress are formally measured and
appraised in the Nigerian education sector. According to Emaikwu (2012), examination as
major part of evaluation in education is aimed at determining a student’s level of skill
acquisition or intellectual competence and understanding after a given training. Evaluation
usually enables the teacher to be effectively ready for further teaching as this forms a feedback.
In line with this, George and Ukpong (2013) observed that examination is the most common
tool around which the entire system of education revolves. George and Ukpong further noted
that examination is the instrument used to decide who is permitted to move to the next
academic level.
Similarly, examination does not only function as a process of assessing the progress of
students, rather it could also motivate and help students to know their academic strengths
and weaknesses. It may also serve as a medium for providing teachers with opportunities to
try new methods of teaching. Conversely, when examination is not properly conducted, the
expected feedback may not be accurately achieved. As a result of this, the outcome of such
examination may lead to wrong decisions and judgement which could negatively affect the
students, teachers, entire education community, as well as the society in general (Oguzie,
Oguzie, Nnadi, Mokwelu & Obi, 2019). However, the success of the Nigerian education
system in achieving its noble goals as the bedrock of national development has been greatly
marred by various maladaptive behaviours, among which examination malpractice is
included (Ajaja, 2012).
Examination malpractice may be defined as any form of dishonesty perpetrated by a person
or group of persons in an examination. It is an academic dishonesty involving any act of
omission or commission which compromises the reliability of any assessment or evaluation
system (Muhney, Gutmann & Schniedeman, 2008). According to Anyamene, Nwokolo and
Maduegbuna (2015), examination malpractice is defined as anything done by an examination
candidate, examination administrator, teacher, parent or any person, that goes against
stipulated examination ethics and laws. Examination malpractice may be seen as an illegal or
unethical behaviour by somebody in the process of testing the ability or knowledge of a
candidate. In the context of this study, examination malpractice is defined as any act or
behaviour by any person or group of persons before, during or after an examination targeted
to influence positively the outcome of such examination.
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 35
The problem of examination malpractice in Nigeria seems to have turned into a monster
which is gradually destroying the education system. Examination malpractice could have
serious consequences on the individuals, institutions of learning and the entire country.
Examination malpractice may lead to great loss of credibility. A country that becomes
notorious in examination malpractice could lose international credibility. The implication is
that documents or certificates emanating from such countries will be treated with suspicion
as is the case of Nigeria presently (Animasahun, 2013). Oguzie, Oguzie, Nnadi, Mokwelu and
Obi (2019) stressed that the prevalent rate of bank failures, building collapse, economic
sabotage, vandalism, kidnapping, drug trafficking, fake drug manufacturing, among others,
may be practical effects of moral decadence emanating from examination malpractice. Hence,
the negative impacts of examination malpractice are been felt in virtually all sectors of
Nigerian economy such as the education sector, filling stations, churches, homes, hospitals
and markets.
More so, the instances of examination malpractice vary. Examination malpractice may
sometimes be perpetuated in form of impersonation, cheating, copying from one another,
theft of other students’ work, smuggling of answer scripts in examinations halls, fabrication
of results and disregard to examination regulations. Also, examination malpractice may come
up in other forms such as bringing of un-authorized materials into the examination hall,
collusion, swapping of answer booklets, examination score trading or assault on examination
administrators. Although examination malpractice has become widespread in all levels of
education in Nigeria, students’ attitude towards examination malpractice may greatly
determine their likelihood to indulge in the crime or not (Anierobi, Madike, Unachukwu &
Ebenebe, 2016). Hence, students’ attitude may influence their views, feelings and opinions
about examination malpractice.
Attitude may be defined as the predisposition or tendency to respond positively or negatively
towards a certain idea, object, person, or situation (Ezunu, Oguzie, Aigbokhaode & Ezunu,
2020). It may be described as a person’s posture, mood, feelings, disposition or position about
an issue, event, idea, or something. Attitude influences an individuals’ choice of action and
response to stimuli. Fanseca (2010) opined that attitude is the key to success. Fanseca further
observed that students’ attitude towards examination is a factor that indicates whether or not
students will participate in the crime. Attitude towards examination malpractice is therefore
referred to as a student’s feelings, mood, disposition or position towards examination
malpractice. An individual’s attitude could be either positive or negative. Students who
exhibit negative attitude towards examination malpractice may see it as a crime, and perhaps
may not indulge in examination malpractice.
In contrary, students who exhibit positive attitude towards examination malpractice may see
it as something worthwhile, and this possibly could make such category of students prone to
examination malpractice. However, for the purpose of this study, attitude towards
examination malpractice is referred to as students’ inclinations and feelings, preconceived
notions, opinions and convictions about examination malpractice. Many factors may be
correlated to students’ attitude towards examination malpractice. Among the factors that may
correlate with students’ attitude towards examination malpractice is self-esteem.
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 36
Self-esteem refers to the perception of an individual’s abilities, skills, and overall qualities that
guide and motivate specific cognitive processes and behaviours in the individual (Juth, Smyth
& Santuzzi, 2008). It is an overall reflection of an individual's self-worth, which encompasses
beliefs about the individual as well as the emotional responses to those beliefs. According to
Molly (2010), self-esteem is the ability to cope with life’s challenges, the feeling of being
worthy and deserving; and the right to enjoy the product of hard work. Dedmond (2011)
described self-esteem as the complication of feelings about oneself that guides one’s
behaviours, influences one’s attitudes and drives one’s motivation. One's confidence in one’s
ability to compete, perform, and satisfactorily complete a task may have a positive or negative
effect on an individual (Okafor, Obi & Oguzie, 2018). In the context of this study, self-esteem
is defined as the belief, perception and opinion people have about themselves which influence
their behaviours and consequently affects their performance and achievements in life. It is the
amount of realistic respect that one has for oneself. Self-esteem could serve as a very important
determinant of a student’s actions and behaviour, as it represents the capacity to feel worthy
of happiness and be able to successfully address life challenges. Okafor, Obi and Oguzie
pointed out that self-esteem may be high or low.
Subsequently, research has shown that students with low self-esteem display characteristics
such as excessive self-criticism and dissatisfaction, hypersensitivity to criticism with
resentment against critics, chronic indecision and exaggerated fear of mistake, excessive
willingness to please others, perfectionism, dwelling on the magnitude of past mistakes,
pessimism and a general negative outlook (Shaffer, 2011). Again, students with low self-
esteem may feel inadequate and incapable of scaling through examinations without external
help. This may lead such category of students to develop positive attitude towards
examination malpractice as they seek for easier and dubious means of achieving examination
success. In the other hand, students with high self-esteem are usually self-confidence, thereby
believing that they can achieve academic success without indulging in any form of
examination malpractice (Okafor, Obi & Oguzie, 2018). Supporting the above statement,
Ukpepi, Ndifon and Enukoha (2012) observed that students with low self-esteem participate
more in examination malpractice than students with high self-esteem. Similarly, Onyibe, Uma
and Ibina (2015) found that students’ self-esteem is significantly correlated with their level of
participation in examination malpractices. In addition, students with high self-esteem tend to
have strong interest in academic activities, perform better in classroom, and have strong belief
on their personal capability to learn or perform optimally in examinations. Such students may
also be intrinsically motivated to successfully achieve their desired academic goals (Ozuome,
Oguzie, Mokwelu & Anyamene, 2020).
Undoubtedly, examination malpractice has been one of the problems facing the Nigerian
education system for decades, but the rate and manner at which this crime is been perpetrated
recently has raised a serious concern to teachers, parents, counsellors, government,
researchers, and other stakeholders. Anzene (2014) lamented that examination malpractice is
common and many examinations witness the emergence of new and ingenious ways of
malpractice. The rate of examination malpractice has become so widespread that there is
virtually no examination that does not record one form of examination malpractice or the
other (Nnam & Inah, 2015). Okon and Petters (2014) observed that most examinations in
Nigeria are usually marked by complaints of various forms of malpractice.
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 37
Examination malpractice perhaps, constitutes the greatest problem, which in effect threatens
and has eaten deep into the Nigeria education system. Furo (2015) lamented the issue of
examination malpractice has become endemic in the Nigerian education system. In fact, the
incidences of examination malpractice in Nigeria has become so widespread that there is
virtually no examination anywhere at all levels of the formal school system, without one form
of malpractice or the other (Ofodile, Odiato, Adenugba & Edun, 2019). In-line with the Folarin
and Oluremi’s assertions, Oguzie, Oguzie, Nnadi, Mokwelu & Obi (2019), observed that there
are incidences of examination malpractice in many external and external examinations in Imo
state, and stressed that examination malpractice is fast eroding the culture of hard work,
diligence and honesty among students in the present society. The most perturbing aspect of it
all is that parents, administrators and teachers who are supposed to be actively involved in
fighting against examination malpractice are ironically aiding the menace directly or
indirectly, thereby encouraging their children and wards to hold positive attitude towards
examination malpractice (Anakwe, 2016).
Since education is the bedrock of development of any nation, and examination is the key to
which the success of all educational programmes in Nigeria are measured, it then becomes
very necessary to explore important variables that predispose secondary school students to
actions and behaviours which could mar the validity of examination results. Currently, it
appears that no single empirical study documented the effect of students’ variables such as
self-esteem as per its relationship to attitude towards examination malpractice in Imo State.
Hence, the relationship between self-esteem and attitude towards examination malpractice
among secondary school students in Imo state has not been empirically ascertained. To this
end, the present study examined the relationship between secondary school students’ self-
esteem and their attitude towards examination malpractice in Imo State.
Research Questions
The study was guided by the following research questions:
1. What are the self-esteem scores of secondary school students?
2. What are the attitudes towards examination malpractice scores of secondary school
students?
3. What is the relationship between secondary school students’ self-esteem and their
attitude towards examination malpractice?
Hypothesis
The following null hypothesis was tested at 0.05 level of significance:
1. There is no significant relationship between secondary school students’ self-esteem
and their attitude towards examination malpractice.
Method
This study adopted the correlation research design. According to Nworgu (2015), this type of
study seeks to establish the relationship that exists between two or more variables. Usually
correlation studies indicate the direction and magnitude of the relationship between the
variables. The result of a correlation study is expressed in correlation coefficients, that is, the
degree of relationship is expressed in numerical forms, between -1.00 to +1.00 (Okafor, Obi &
Oguzie, 2018). Agu (2014) observed that researchers use correlation when they wish to
discover if any relationship exists between two or more variables, how strong the
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 38
relationships appear to be and whether one variable of primary interest can be effectively
predicted from information on the values of the other variables. The population of the study
comprised 33,922 students, while the sample size consisted of 3,520 SS2 students drawn
through multi-stage sampling procedure.
The first instrument used in the study for data collection was the Hare Self-esteem Scale (HSS)
was developed by Hare in 1985. The instrument contains thirty items on a four point scales,
ranging from strongly agree, agree, disagree and strongly disagree. The Hare Self-esteem
Scale for this study has two sections: A and B. Section A is an introductory part that solicited
the bio-data of the respondents and section B is directed towards measuring students’ level of
self-esteem. Good psychometric properties has been attributed the Hare Self-esteem Scale
(HSS). Hare in 1985 obtained 0.83 reliability coefficient by correlating Hare Self-esteem Score
with Rosenberg Self-esteem, and a test-retest reliability coefficient of 0.74 in an interval of
three months. Secondly, the Examination Malpractice Attitude Scale (EMAS) developed by
Muyiwa, Idoko and Akindele in 2017 was used to measure secondary school students’
attitude towards examination malpractice. The instrument contains thirty items on a four
point scales, ranging from strongly agree, agree, disagree and strongly disagree. EMAS has
two sections: A and B. Section A is an introductory part that solicited the bio-data of the
respondents and section B is directed towards measuring attitude towards examination
malpractice. It has been reported to exhibit high and acceptable psychometric properties
(Muyiwa, Idoko & Akindele, 2017). The reliability of the scale was established at 0.77
coefficient cronbach alpha. Using the spearman brown, EMAS yielded a reliability coefficient
value of -51. Thus, the instruments were considered reliable enough to be used for this study.
The researchers administered copies of the instruments through direct delivery method. In
each school, a letter of introduction was presented to the principal for approval. Then the
researchers with the help of five research assistants who were duly briefed about the study
served copies of the instruments to the students and also retrieved the completed copies of
the instruments for scoring and analysis. The instruments completed for this study were
scored following the scoring instructions. All data collected for this study were organised in
tables and analysed using descriptive statistics and Pearson Product Moment Correlation.
Results
Table 1: Range of scores on students’ self-esteem
Range of scores N % Remarks
30 – 89 648 18.4 Low self-esteem
90 – 120 2873 81.6 High self-esteem
Table 1 reveals that 2873(81.6%) of the students with the scores ranging from 90 to 120 have
high self-esteem, while 648(18.4%) of the students who scored between 30 and 89 have low
self-esteem.
Table 2: Range of scores on students’ attitude towards examination malpractice
Range of scores N % Remarks
30 – 74 2103 59.7 Negative attitude towards examination malpractice
75 – 120 1417 40.3 Positive attitude towards examination malpractice
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 39
Table 2 indicates that 2103(59.7%) of the students with the scores ranging from 30 to 74 have
negative attitude towards examination malpractice, while 1417(40.3%) students who scored
between 75 and 120 have positive attitude towards examination malpractice.
Table 3: Pearson r on students’ self-esteem and their attitude towards examination
malpractice scores
Source of Variation N Self-esteem r Attitude r Remark
Self-esteem 3520 1.00 0.68 High Positive Relationship
Attitude 3520 0.68 1.00
In table 3, it was observed that there is high positive relationship of 0.68 between the
secondary school students’ self-esteem and their attitude towards examination malpractice.
Table 4: Significant of Pearson r on the students’ self-esteem and their attitude towards
examination malpractice using probability table of r
N cal. r df pvalue Cal.pvalue Remark
3520 0.68 3519 0.05 0.00 S
S = Significant
Table 4 shows that at 0.05 level of significance and 3519df, the calculated r0.68 has pvalue 0.00
which is less than the critical pvalue 0.05. Therefore, the first null hypothesis is rejected. This
signifies that there is significant relationship between secondary school students’ self-esteem
and their attitude towards examination malpractice.
Discussion
The results of this study revealed that majority of secondary school students (81.6%) in Imo
state have high self-esteem. This finding therefore shows that despite the various life
challenges encountered by the students at the course of their day to day life activities in this
modern day society, many students still view themselves as unique, capable and worthy
individuals. This finding is consistent with the reports from previous researchers (Dramanu
& Balaraba, 2013; Igbo, Ezegbe, Mbagwu & Odo, 2016; Helm, 2017; Okafor, Obi & Oguzie,
2018) that majority of secondary school students have high self-esteem. However, this finding
goes contrary with the findings of Iheawuchi and Iruloh (2017) and Emeji (2019) who reported
that majority of secondary school students have low self-esteem. The finding also contradicts
the report from the previous study conducted by Edeh (2019) who observed that many
secondary school students experience low self-esteem especially those who are victims of
domestic violence.
One possible reason for the finding of this study contradicting the report of Iheawuchi, Iruloh,
Emeji and Edeh may be as a result of the various self-esteem enhancing programmes being
provided to the students by their counsellors and researchers who may have worked in one
way or the other to encourage high self-esteem among students in Imo state. More so, it may
be possible that students in Imo state have access to self-esteem enhancing Bibliotherapic texts
which could have helped to increase their sense of self-value and self-worth. Guindon (2012)
observed that people with high self-esteem focus on growth and development. Since majority
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 40
of the students have high self-esteem, it could possibly indicate that majority of students in
Imo state feel good about themselves for whom they are and appreciate their own worth, take
pride in their abilities and accomplishment. Erol and Orth (2011) maintained that students
with high self-esteem are able to act according to what they think to be the best choice, trusting
their own judgments and not feeling guilty when others do not like their choice. This could
possibly indicate that Imo state secondary school students may not feel guilty even if they
have positive attitude towards examination malpractice.
The findings of this study equally showed that most of the secondary school students (59.7%)
in Imo state have negative attitude towards examination malpractice. This shows that
majority of the students would not like to indulge in examination malpractice. This finding to
some extend is unexpected, considering the high rate of examination malpractice prevalent in
Imo state and Nigeria in general. Perhaps, students’ involvement in examination malpractice
may not be an indication that they have positive attitude towards the crime. Possibly, what
causes students to indulge into examination malpractice may come from external factors such
as peer influence, pressure from parents and ever-emphasis on certificates in the Nigerian
society or inability to comprehend contents taught by the teachers. Based on the researcher’s
personal interaction with some of the students, the students revealed that if they had the
ability to comprehend what their teachers taught them, they would have no reason to indulge
in examination malpractice. This finding is in accordance with the findings of previous
researchers (Nwankwo, 2017; Onyekuru & Barituka, 2017) who reported that many students
have negative attitude towards examination malpractice. This particular finding of the study
shows that many secondary school students who engage in examination malpractice actually
do not view the act as something worthwhile but found themselves in the act probably as a
result of pressure and frustration. Perhaps, peer influence, pressure from parents, the desire
to satisfy the prerequisites for entry into higher institutions and quest to avoid failure were
basically responsible for increasing rate of examination malpractice among secondary school
students.
However, the above finding contradicts the findings of previous researchers (Ajaja, 2012;
Anierobi, Madike, Unachukwu & Ebenebe, 2016) who in their researches found that many
students have positive attitude towards examination malpractice. It also contradicts the
assertion by Joshua, Ekpoh, Edet, Joshua and Obo (2011) that for every 100 candidates in
examinations, 65 of them show positive attitude towards examination malpractice while 16 to
17 of them were caught cheating, most of which are not even recorded and reported.
Moreover, Ofodile, Odiato, Adenugba and Edun (2019) pointed out that the large number of
students with positive attitude towards examination malpractice and the high rate of
incidence of the crime have become a source of worry for all stakeholders as well as adherents
of moral and ethical uprightness in the Nigerian society. The possible reason for the
contradiction between the findings of the above researchers and that of this study may as a
result of location or human error at the course their research. People’s philosophy and moral
value in a particular location may influence their attitude towards something.
The result of the study also revealed that the students’ self-esteem has high positive significant
relationship with their attitude towards examination malpractice. This finding indicates that
students’ self-esteem is clearly linked to their predisposition to examination malpractice. This
finding agrees with the report by previous researchers (Erol & Orth, 2011; Ukpepi, Ndifon &
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 41
Enukoha, 2012; Okorodudu, 2013; Wilayat, 2013; Naliaka, Odera & Poipoi, 2015; Oguzie, Ani,
Obi & Onyegirim, 2018). Crowl, Kamisky and Podell (2017) pointed out that the development
of self-esteem depends on the individual’s sense of significance, competence and power, and
students with low self-esteem are liable to hold faulty beliefs about examination malpractice.
Low self-esteem students may develop a sense of inadequacy, incapability and failure.
Ukpepi, Ndifon and Enukoha (2012) maintained that once false beliefs are established, they
become self-perpetuating because those holding these false beliefs seek out individuals or
group who share the same false beliefs. Dedmond (2011) viewed self- esteem as the
complication of feelings about oneself that guides one’s behaviours, influences one’s attitudes
and drives one’s motivation. Ikura (2014) observed that students with low self-esteem cheat
more than those with high self-esteem. The implication is that they may resort to dubious
means of achieving academic excellence. Oko and Adie (2016) concluded students’ self-esteem
is significantly correlated with their attitude towards examination malpractice.
Conclusion
Based on the findings of this study, the researchers therefore concluded that majority of
secondary school students in Imo state have high self-esteem. Secondly, most of the students
in Imo state have negative attitude towards examination malpractice. It was also concluded
that, there is significant relationship between secondary school students’ self-esteem and their
attitude towards examination malpractice
Recommendations
In the light of the findings of this study, the following recommendations are made:
1. Counsellors, teachers and researchers should strengthen their efforts in creating
programmes that will help boost students’ self-esteem, so that they would feel
worthy and able to face examination without any need to indulge in any form of
malpractice.
2. Parents and care-givers should try their best possible to instil good moral values
among their children and wards and avoid any action or behaviour capable of
encouraging positive attitude towards examination malpractice among them.
3. Counsellors, teachers and other staff should create programmes that will help
discourage positive attitude towards examination malpractice among students.
4. Guidance Counsellors and researcher should focus more attention on building
students’ self-esteem since they are highly linked to students’ attitude towards
examination malpractice.
References
Agu, N. (2014). Basic statistics for education and behavioural bciences. Awka: J’ Goshen Publishers.
Ajaja, P.O. (2012). Attitude, perception and Tendencies towards examination malpractice
among University and Colleges of education students in Delta state. Nigerian Journal
of Curriculum and Instruction, 20(1), 1-8.
Anakwe, A. (2016). The attitude of students, parents and teachers towads examination
malpractice in secondary schools: A cahallenge for good educational standards in
Nigera. https://www.researchgate.net/publication/2724523-the-attitude-of-students- parents-
and-teachers-towads-examination-malpractice-in-secondary-schools-a-cahallenge-for-good-
educational-standards-in-Nigera.
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 42
Anierobi, E.I., Madike, N.E., Unachukwu, G.C. & Ebenebe, R.C. (2016). Peer group influence
and gender as correlates of adolescents’ attitude towards examination malpractice:
Implication for wholesome adolescent development. Journal of the Educational
Psychologist, 10(1), 103-113.
Animasahun, R.A. (2013). The menace of examination malpractices in Nigeria secondary
schools and premeditative measures towards attitudinal re-orientation: the
counsellor’s perspectives. Retrieved from http://ajpssi.org/index.php/ajpssi/article/view/38
Anyamene, A., Nwokolo, C. & Madegbuna, U. (2015). Effects of psychoeducation technique
on examination misconduct tendencies of secondary school students. European
Scientific Journal, 11(11), 148-169.
Anzene, S.J. (2014). Trends in Examination malpractice in Nigerian educational system and its
effects on the socio-economic and political development of Nigeria. Asian Journal of
Humanities and Social Sciences, 2(3), 1-8.
Crowl, T.K., Kamisky, S. & Podell, D.M. (2017). Educational psychology: Windows on teaching.
New York: Brown and Benchmark Publishers.
Dedmond, L. (2011). Self-esteem: The relationship between urban and suburban fourth-grade
girls' image of themselves. Retrieved from www.Diss/Capella- University/ProQuest.
Dramanu, B.Y. & Balarabe, M. (2013). Relationship between academic self concept and
sacademic self performance of junior high school students in Ghana. Retrieved from
www.eujournal.org/index.php/esj/.../2017.
Edeh, F.G. (2019). Causes of low self-esteem and poor academic achievement among
secondary school students in Orumba South local government area of Anambra state.
Unpublished Degree Project, Nnamdi Azikiwe University, Awka.
Emaikwu, S.O. (2012). Assessing the impact of examination malpractices on the measurement
of ability in Nigeria. International Journal of Social Sciences & Education, 2(4), 748-757
Emeji, J.C. (2019). Effect of self-management technique on low self-esteem among secondary
school students in Imo state. Unpublished Master Thesis, Nnamdi Azikiwe University,
Awka.
Erol, R.Y. & Orth, U. (2011). Self-esteem development from age 14-30 years: A longitudinal
study. Journal of Personality and Social Psychology, 101, 607-619.
Ezunu, E.N., Oguzie, A.E., Aigbokhaode, A. & Ezunu, O.E. (2020). Socio-demographic
determinants of attitude towards voluntary counselling and testing (VCT) in Delta
State, Nigeria. Journal of Guidance and Counselling, 4(1), 44-60.
Fanseca, U.A. (2010). Students’ attitude towards examination malpractice in Calabar South
Local Government Area of Cross River State. Retrieved from
http://www.eduresearchhome.wordpress.com/studens-attitude-towards-examination-
malpractice/2843/..
FRN (2013). National Policy on Education (4th Ed.) Lagos: NERDC Press.
Furo, P.T. (2015). Students perception of examination malpractice in Rivers state University
of education Port Harcout. American Journal of sciencetific and Industrial Research, 6(1),
5-11.
George, I.N. & Ukpong, D.E. (2013). Contemporary social problems in Nigeria and its impact
on national development: Implication for guidance and counselling services. Journal of
Educational and Social Research, 3(2), 167-173
Guindon, M.H. (2012). Toward accountability in the use of the self-esteem construct. Journal
of Counselling and Development, 80, 204-214.
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 43
Hare, B.R. (1985). The Hare general and specific area (school, peer and home): Self-esteem Scale. New
York: Free Press
Helm, C. (2017). Teachers disposition affecting self-esteem and academic performance.
Clearing House, 80(3), 109-110
Igbo, J.N. Ezegbe, B., Mbagwu, F. & Odo, H. (2016). School disciplinary styles and students’
self-esteem. Journal of Social Sciences, 11(8), 1442-1451.
Igboanugo, L. (2017). The relative effectiveness of systematic desensitization and cognitive
restructuring technique on test anxiety among secondary school students in Onitsha
North Local Government Area of Anambra State. Unpublished Masters Thesis, Nnamdi
Azikiwe University, Awka.
Iheawuchi, N. & Iruloh, B. (2017). Self-esteem, locus of control and student’s academic
underachievement in River state, Nigeria. International Journal of Interdisciplinary
Research Method, 4(4), 1-13.
Ikura, T.D. (2014). Effect of examination malpractice on academic achievement of secondary
school students in Benue state. Unpublished Degree Project, Benue state University.
Joshua, M.T., Ekoh, U.I., Edet, A.O., Joshua, A.M. & Obo, F.E. (2011). Managing examination
crisis: The menace of examination malpractice in Nigeria. Procidia-Social and
Behavioural Sciences, 114(2014), 125-129.
Juth, V., Smyth, J.M. & Santuzzi, A.M. (2008). How do you feel? Self-esteem predicts, affect,
stress, social interaction, and symptom severity during daily life in patients with
chronic illness. Journal of Health Psychology, 13(7), 884-894.
Molly, B. (2010). Helping hands. Journal of Children and Libraries 8(2), 41-43.
Muhney, K.A., Gutmann, M.E. & Schneiderman, E. (2008). The prevalence of academic
dishonesty in texas dental hygiene programs. Retrieved from
https://www.ncbi.nlm.nil.gov/m/pubmed/189 81203
Muyiwa, A.S., Idoko, J.O. & Akindele O. (2017). Development and validation of a scale to
measure students’ attitude and perception towards examination malpractice in
Nigeria. International Journal on Data Science and Technology, 3(5), 52-55.
Naliaka, P., Odera, P. & Poipoi, M (2015). Perceived psychosocial and school factors
contributing to malpractices in internal examinations among secondary school
students in Kakamega Central Sub-county: Implication for counselling. Academic
Journals, 7(2), 18-23.
Nnam, M.U. & Inah, A.F. (2015). Empirical investigation into the causes, forms and
consequences of examination malpractice in Nigerian institutions of higher learning.
International Journal of Novel Research in Humanity and Social Sciences, 2(1), 52-62
Nwankwo, C.A. (2017). Relationship between students’ academic achievement motivation
and their attitude towards examination malpractice. Unpublished Masters Thesis,
Nnamdi Azikiwe University, Awka.
Nworgu, B.G. (2015). Educational Research: Basic Issues and Methodology. Enugu: University
Trust Publishers, Nsukka.
Ofodile, M.O., Odiato, O.O., Adenugba, A.A. & Edun, T. (2019). Self-efficacy, test anxiety and
examination malpractice in Ogun state. The Journal of Positive Psychology and
Counselling, 3(1), 134-145.
Oguzie, A.E., Ani, D.P., Obi, B.A. & Onyegirim B.O. (2018). Effect of cognitive restructuring
technique on fear tendency among secondary school students in Owerri Municipal
Council of Imo state. International Journal of Advanced Research and Publications, 2(1), 34-
38.
Sapientia Global Journal of Arts, Humanities and Development Studies (SGOJAHDS), Vol.4 No.1 March, 2021; p.g. 33 – 44; ISSN: 2695-2319 (Print); ISSN: 2695-2327 (Online)
RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-ESTEEM… 44
Oguzie, A.E., Oguzie, M.N., Nnadi, G.C., Mokwelu, O.B. & Obi, J.S. (2019). Effects of group
counselling in reducing examination malpractice tendency among secondary school
students in Imo state, Nigeria. International Journal of Advanced Research, 7(4), 1004-
1011.
Okafor, E.O., Obi, J.S. & Oguzie, A.E. (2018). Relationship between students’ self-esteem and
their academic achievement in Imo state. HOFA: African Journal of Multidisciplinary
Research, 1(1), 24-32.
Oko, S.U. & Adie, R.I. (2016). Examination malpractice: Causes, effects and possible ways of
curbing the menace. International Journal of Managerial Studies and Research, 4(1), 59-65.
Okon, M.O. & Petters, J.S. (2014). Students’ perception of causes and effects of examination
malpractice in the Nigerian educational system: The way forward for quality
education. Procedia - Social and Behavioral Sciences 114(2014), 125 – 129
Okorodudu, G.N. (2013). Peer pressure and socio-economic status as predictors of students’
attitude to examination malpractice. International Journal of Education, 5(1), 36-51
Onyekuru, B.U. & Barituka, K.M. (2017). Parental styles as correlate of students’ attitude
towards examination malpractice in River state. British Journal of Education, 5(5), 60-71.
Onyibe, C.O., Uma, U.U. & Ibina, E. (2015). Examination malpractice in Nigeria: Causes and
effects on national development. Journal of Education and Practice, 26(6), 12-17.
Ozuome, C.C., Oguzie, A.E., Mokwelu, O.B. & Anyamene, A. (2020). Locus of control as a
correlate of secondary school students’ academic achievement in Imo state, Nigeria.
Journal of Guidance and Counselling Sudies, 4(2), 374-385.
Shaffer, B.G. (2011). Building strong self esteem among students. Retrieved from
http://www.nhs.uk/Liv
Ukpepi, B.U., Ndifon, R.A. & Enukoha, O.I. (2012). Correlates of Examination malpractice and
Academic Performance of students in Cross River State, Nigeria. American Journal of
Social issues and Humanity, 2(6), 398-405.
Wilayat, M. (2013). Causes of examination malpractice. Retrieved from http://www.research-
education-edu.blogspot.com/2013/07/examination-malpractice.html.